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District and School Systems Planning for Tier 2 and Tier 3. National PBIS Leadership Forum October 14,2010 2:15-3:30 Session C6 Lucille Eber, IL PBIS Network www.pbisillinois.org. The Kansas-Illinois SW-PBS Tertiary Demonstration Center:

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district and school systems planning for tier 2 and tier 3
District and School Systems Planning for Tier 2 and Tier 3

National PBIS Leadership Forum

October 14,2010

2:15-3:30

Session C6

Lucille Eber, IL PBIS Network

www.pbisillinois.org

slide2
The Kansas-Illinois

SW-PBS Tertiary Demonstration Center:

A Response to Intervention (RtI) Continuum of Support Model

Lucille Eber, Illinois PBISNetwork

Wayne Sailor, University of Kansas

il tier 2 3 team
IL Tier 2/3 Team
  • Kimberli Breen
  • Michele Capio-Collins
  • Ami Flammini
  • Sheri Luecking
  • Diane McDonald
  • Kelly Hyde
  • Jen Rose
commitments for success
Commitments for Success*

Examples of District/Building Tier 2/3 Commitments :

  • Tier 2/3 Coaching FTE
  • Position Personnel to Facilitate Tertiary Intervention Teams for 3-5% of Students
  • Comprehensive Training and “Practice”
  • Data-based decision-making is part of all practices
  • Tertiary District Leadership Team
  • Review Special Education and Disproportionality Data
  • Review District Policies

*See IL PBIS Network Commitment for Success Agreement

district wide tertiary implementation process
District-wide Tertiary Implementation Process
  • District meeting quarterly
    • District outcomes
    • Capacity/sustainability
    • Other schools/staff
  • Building meeting monthly
    • Check on all levels
    • Cross-planning with all levels
    • Effectiveness of practices (FBA/Wrap)
  • Tertiary Coaching Capacity
  • Facilitators for complex FBA/BIP and wraparound teams
tertiary level system components installation stage
Tertiary Level System Components(Installation Stage)
  • District Planning Team to address the system challenges and address the data trends to be changed.
  • Building level tertiary systems planning team to monitor progress of tertiary plans and address challenges at building level.
  • Tertiary Coaching (District level).
  • Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students.
  • Comprehensive training and technical assistance plan.
  • Data system/tools to be integrated into tertiary practices.
slide7

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

slide8

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Tier 2/Secondary

Tier 3/

Tertiary

Check-in/ Check-out

Intervention

Assessment

Social/Academic Instructional Groups

Daily Progress Report (DPR)(Behavior and Academic Goals)

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Brief Functional Behavioral Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

SIMEO Tools: HSC-T, RD-T, EI-T

Wraparound

Illinois PBIS Network, Revised May 2009

Adapted from T. Scott, 2004

slide9

3-Tiered System of Support

Necessary Conversations (Teams)

UniversalTeam

Secondary Systems Team

Problem Solving Team

Tertiary Systems Team

Uses Process data; determines overall intervention effectiveness

Uses Process data; determines overall intervention effectiveness

Plans SW & Class-wide supports

Standing team; uses FBA/BIP process for one youth at a time

CICO

Universal Support

Brief

FBA/BIP

SAIG

Complex

FBA/BIP

WRAP

Group w. individual

feature

Brief FBA/BIP

Sept. 1, 2009

teaming at tier 2
Teaming at Tier 2

Secondary Systems Planning ‘conversation’

Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports

Review data in aggregate to make decisions on improvements to the interventions themselves

Students are NOT discussed

Problem Solving Team (‘conversation’)

Develops plans for one student at a time

Every school has this type of meeting

Teachers and family are typically invited

secondary systems planning team meeting agenda
Secondary Systems Planning TeamMeeting Agenda

Number of youth in CICO (record on TT)?

Number of youth responding (record on TT)?

* Send Reverse Request for Assistance to teachers of all youth not responding

Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or youth who met the data-based decision-rule cut offs for Secondary support)?

Repeat for S/AIG, Mentoring & Brief FBA/BIP

If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

secondary systems team roles
Secondary Systems Team Roles

Team Leader: responsible for agenda & overall facilitation

Intervention Coordinators (CICO, S/AIG etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

Action Plan Recorder: a.k.a. note taker

Time Keeper: help team to set time limits and stay within allotted time for each agenda item

data based decision making
Data-Based Decision-Making

Student outcome data is used :

a) To identify youth in need of support and to identify appropriate intervention

b) For on-going progress-monitoring of response to intervention

c) To transition youth out of interventions at the appropriate time

data used to identify youth in need of cico
Data Used to Identify Youth in Need of CICO

Student outcome data:

Office Discipline Referrals

Suspensions

Attendance

Tardies

Universal Screeners (SSBD, BESS etc.)

Requests for Assistance made by teachers, family members and/or students

tertiary demo school reduces odrs increases simple secondary interventions
Tertiary Demo School Reduces ODRs & Increases Simple Secondary Interventions

IL Tertiary Demo

*CICO = Check in, Check Out

data used to progress monitor cico
Data Used to Progress-Monitor CICO

DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS)

Office Discipline Referrals

Suspensions

Attendance

Tardies

Follow-up questionnaire for teachers, family member, or student who made referral

development of data based decision rules
Development of Data based decision rules

Everyone needs to know how students are eligible for the intervention.

Everyone needs to know how progress is monitored.

Everyone needs to know how students exit the intervention.

data used to identify youth ready for exiting transitioning out of support
Data Used to Identify Youth Ready for Exiting/Transitioning out of Support

DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS)

Office Discipline Referrals

Suspensions

Attendance

Tardies

Follow-up questionnaire for teachers, family member, or student who made referral

recommended time frames for data review
Recommended Time-frames for Data Review

CICO, S/AIG, mentoring & Brief FBA/BIP:

Student outcome data (student effectiveness):

Intervention facilitator to review individual student data at least every 2 weeks

Process data (Intervention effectiveness):

Student aggregate data should be reviewed at least once a month by Secondary Systems Team

teaming at tier 3
Teaming at Tier 3

Tertiary Systems Planning ‘conversation’

Monitors effectiveness of Complex FBA/BIP & Wraparound supports

Review data in aggregate to make decisions on improvements to the interventions themselves

Students are NOT discussed

Individual Student Teams

FBA/BIP Team per student

Wraparound Team per student

tertiary system planning team
Tertiary System Planning Team
  • Supported by Tertiary Coach
  • Review/assess effectiveness of interventions themselves
  • Work on improving/creating intervention systems, data, practices
  • Support Complex FBA/BIP & Wraparound facilitators
student specific teams
Student-Specific Teams
  • Wraparound Team:
    • Family of child and all relevant stakeholders invited by family. Wrap facilitators are trained to effectively engage families so that they will see that these teams are created by and for the family, and therefore will want to have a team and actively participate. School staff involved are informed that their presence is uniquely important for this youth and invited to participate.
  • Individual Youth FBA/BIP Team:
    • Like the wraparound team, this team is uniquely created for each individual child in need of comprehensive planning and the families are critical members of the team. All relevant individuals/staff are invited.
team development
Team Development

Initiating Tier 3 FBA/BIP Process

  • Prepare for team meetings through individual conversations with core team members (critical first step)
  • The first contact/s with the family should feel different than being invited to a standing/generic meeting (ex. IEP mtg.)
  • Gather information on youth strengths & preferences (this will be valuable information for action planning)
team development cont
Team Development (cont.)

Tier 3 FBA/BIP Facilitator:

  • Meets with family & stakeholders
  • Gathers perspectives on strengths & needs
  • Assesses safety
    • Initiates creation of crisis/safety plan if safety is compromised
  • Explains the Tier 3 FBA/BIP process
  • Assists in identifying team members, invites members & facilitates mtg.
  • Summarizes interview information & data review (FBA) into Competing Behavior Pathway and shares with team
identifying who needs a fba bip
Identifying Who Needs a FBA/BIP

Kids are referred to an individual problem solving team by the Secondary Systems Team typically when lower-level, Simple Secondary, interventions do not result in adequate progress.

Any student not responding adequately to CICO, S/AIG and/or Mentoring etc. (CnC etc.).

Request for Assistance made:

Data identifies student as in need (# of ODRs, suspensions, absences, etc..).

Exception to the system: Adult perceives youth as in urgent need (lower-level support not seen as adequate)

brief vs complex fba bip
Brief

Generic Individual Problem solving Team

Meeting time/day usually already determined

Plan developed quickly/easily

Complex

Individualized Youth FBA/BIP Team

Meeting time/day decided by individualized team

Interventions are highly individualized

Brief vs. Complex FBA/BIP
brief vs complex fba bip1
Brief

SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews

Effectiveness of system monitored by Secondary Systems Planning Team

Data reviewed at least every other week

Complex

SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews, SIMEO Data, direct observation data, additional tools as needed

Effectiveness of system monitored by Tertiary Systems Planning Team

Data reviewed at least weekly

Brief vs. Complex FBA/BIP
additional data tools used for complex fba bip
Additional Data Tools Used for Complex FBA/BIP
  • SIMEO
    • Educational Information Tool
    • Student Disposition Tool
  • Problem-Behavior Questionnaire
  • Forced-Choice Reinforcement Menu
  • Complex FBA Family-Directed Interview
  • Direct observation
  • Setting-specific data (scatter plot, ABC chart)
tier 3 behavior intervention planning
Tier 3Behavior Intervention Planning
  • All areas must be addressed:
    • Setting Events
    • Triggering Antecedents
    • Behavior or skills
    • Consequences
  • All individuals must be involved:
    • Family
    • Non-teaching staff/bus drivers etc.
    • Teachers/administrators
moving from brief fba bip to complex fba bip
Moving from Brief FBA/BIP to Complex FBA/BIP
  • Team developing plan became more individualized
  • Additional data tool used—Educational Information Tool (SIMEO)
  • BIP strategies applied in multiple settings (at school)
bobby 4 th grade student in pbis tier iii the wraparound decision points
Bobby: 4th Grade Student in PBIS Tier IIIThe Wraparound Decision Points…

Strengths:

Smart, good at math, reading, writing and playing video games

Mother’s School Involvement, Established Relationship with Mentor

Risk Factors and Challenges:

Three Previous Psychiatric Hospitalizations

Physical Aggressions at home

Office Discipline Referrals (30)

Suspensions-(3)

ADHD Diagnosis with inconsistent use of medication

Unsuccessful stabilization with CICO and Mentor

Student Requested a Psychiatric Hospitalization

bobby 4 th grade student in tier iii school the first team meeting
Bobby: 4th Grade Student in Tier III SchoolThe First Team Meeting…

Family and Student Voice on Team Composition

Initial steps as a result of the first Wrap team meeting:

-Continued cico

-Continued mentoring

-Continued MH services

-Continue communication with Mental Health

FBA to be completed by Facilitator

Family YMCA (schedule present at LANS for funding)

bobby 4 th grade student in tier iii school the third team meeting
Bobby: 4th Grade Student in Tier III SchoolThe Third Team Meeting…

Reviewed strengths ~ Celebrating that he walked away from two fights at school (he had never done that before)

Team looked at SIMEO Graphs and Bobby led the discussion and interpreted the improvements for the group

Needs in Bobby’s words were that he “still had room to improve”. Bobby pointed to areas on the SIMEO graphs on which he still needed to work

example of stages of implication
Example of Stages of implication
  • Applied to Tier 3 Development…
stages of implementation

2 – 4 Years

Stages of Implementation

Implementation occurs in stages:

  • Exploration
  • Installation
  • Initial Implementation
  • Full Implementation
  • Innovation
  • Sustainability

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

initial implementation stage
Initial Implementation Stage:
  • District Leadership Team meets at least quarterly
  • District Tertiary Coach .5 fte (partially funded)
  • 3 or more buildings with at least monthly Secondary Systems & Tertiary Systems Team mtgs.
  • 3 or more buildings with 1-3 kids with 2 or more data points
full implementation stage
Full Implementation Stage:
  • District Leadership Team mtg. with a Tertiary focus at least quarterly
  • District Tertiary Coach 1 fte (partially funded)
  • 6 or more buildings with at least monthly Secondary Systems, Tertiary Systems & Problem Solving Team mtgs.
  • 6 or more buildings with 3 or more kids with 2 or more data points
innovation stage
Innovation Stage:
  • District Leadership Team mtg. w. a Tertiary focus at least quarterly w. community & family representation
  • District Tertiary Coach 1 fte (fully funded)
  • 9 or more buildings with at least monthly Secondary Systems, Tertiary Systems & Problem Solving Team mtgs.
  • 9 or more buildings with 1-3 % of kids with 2 or more data points
  • Modified district policies/procedures
  • Specific strategies for blending related initiatives
sustainability stage
Sustainability Stage:
  • Representative District Leadership Team mtg. with integrated Tertiary focus regularly
  • District Tertiary Coach/es 1 fte or more (fully funded)
  • 80% of buildings with at least monthly Secondary Systems, Tertiary Systems & Problem Solving Team mtgs.
  • 80% of buildings with 1-3 % of kids with 2 or more data points
  • Modified district policies/procedures
  • Specific strategies for blending related initiatives
slide44
Federal demonstration sites show improvement at all tiers, with marked growth in secondary and tertiary systems

216%

34%

isset results show consistent three year improvement in systems implementation
ISSET results show consistent, three-year improvement in systems implementation

Federal Demonstration Sites FY08-FY10 % ISSET Implementation

35%

229%

78%

55%

illinois pbis network universal screening results externalizers sy 2007 10
Illinois PBIS Network Universal Screening Results: Externalizers SY 2007-10

(N=18)

(N=30)

(N=42)

illinois pbis network universal screening results internalizers sy 2007 10
Illinois PBIS Network Universal Screening Results: Internalizers SY 2007-10

(N=42)

(N=18)

(N=30)

fy 2010 simeo tertiary study fy 2007 fy 2010 sample students with three complete sets of simeo data
FY 2010 SIMEO Tertiary Study FY 2007-FY 2010Sample: Students with Three Complete Sets of SIMEO Data

158 students receiving Tier 3 Interventions-Complex FBA or Wraparound within school setting

Average length of time receiving Wrap = 9.3 months

Baseline assessed within 30 days of team engagement on student disposition tool, education information tool and home school community tool

Time 2 assessment conducted on average 3.42 months after Baseline; Time 3 Assessment conducted on average 3.84 months after Time 2

Tools: Student Disposition, Ed-Tool, Home School Community Tool and if applicable, Discharge Tool

fy 2010 tier iii simeo study student characteristics
FY 2010 Tier III SIMEO Study Student Characteristics

Primary Source of Referral

School Social Worker- 55% (87)

Special Ed Director-26% (17)

PBIS Coach -19 (12%)

Facilitator

School Social Workers 88% (139)

Range of Ed Placements

-General Ed Placement 100% of day- 58% (91)

-61%+ Day outside Gen Ed - 20% (30)

IEP Identified at Baseline: 42% (67)

Range of Primary Disabilities:

ED 18% (29)

SLD 11% (18)

Other Health 5% (8)

Risk of One ore More Placement Failure:

86% (136 students)

slide54

FY 2010-Tier 3 SIMEO StudyRisk of Home, School and Community Placement

High Risk

Moderate Risk

Minimal Risk

No Risk

N=158

fy 2010 tier 3 simeo study classroom behavior functioning and academic performance
FY 2010-Tier 3 SIMEO StudyClassroom Behavior Functioning and Academic Performance

Classroom Behavior

Academic Performance

Always

90-100%

70-79%

Frequently

60-69%

Sometimes

Never

0-59%

N=158